Embracing Diversity – Strategies for Teaching All Students

Embracing Diversity – Strategies for Teaching All Students

Teaching All Students

Chapter two talks about teaching all students about diversity and inclusion in schools. Gunning (2012) says the U.S. is one of the countries with diverse cultures and ethnic groups. Therefore, special and non-special learners studying in the same class must be offered all the necessary assistance through diversity and inclusion to reach their potential. Thus, this chapter primarily emphasizes the need for teachers to understand how student composition in the current classrooms has shifted, how the diverse populations in the U.S.A. have changed, and how these populations affect how tutors should teach and reach students. Gunning (2012) explains how teachers can teach all students in the following subtopics.

Diversity in Today’s School

Gunning (2012) affirms that classrooms are becoming more diverse because 48% of public school learners are part of an ethnic or racial minority group. This implies an increase in the number of students from ethnic groups. In addition, Gunning (2012) says, “currently, there is a huge, long-standing gap between the black and white students and Hispanic and white learners. Nonetheless, for the past forty years, the gap has reduced by half but is still substantial” (p.176). Apart from the ethnic, linguistic, economic, and racial diversity in current classes, including learners with special needs with physical, learning, and emotional difficulties, it also means diversity. It is because schools protect and serve such learners under the Individuals with Disabilities Education Improvement Act (IDEIA).

Meeting The Literary Needs Of All Learners

Another way of teaching all students is to meet their literacy wants. Gunning (2012) asserts that the primary obstacles to literacy learning are social, physical, and emotional challenges. However, poverty is the most pervasive challenge to literacy growth and always intersects with other aspects. Therefore, the author offers different principles on how to meet the needs of different learners from economically disadvantaged learners, such as creating an atmosphere for success. He also gives characteristics and ways of meeting the literacy needs of students with learning disabilities, how to assist learners with ADHD, and how to assist slow learners. For instance, learners with ADHD can be helped by giving them interesting and meaningful tasks because their learning difficulty is due to attention issues. For gifted and talented students, Gunning (2012) encourages teachers to use technology and other approaches to challenge such learners because they master essential skills faster and are never challenged by classroom activities.

Fostering Literacy for All Learners

Within this subheading, the author underscores various techniques teachers can use to foster literacy for English learners. Further, Gunning (2012) encourages teachers to begin by offering a secure environment and then developing skills in understanding and using English by planning conversations or using word walls, among other strategies. The teacher can also use an Academic Word List (AWL) that offers a practical starting point for building learners’ required academic language skills.

Role of Response Intervention (RTI)

RTI is a whole-school advancement program that enlists all community members, parents, and staff members to ensure the literacy potential of all students, whether special or non-special, is fully developed. Previously, learners were identified based on the gap between achievement and ability. However, IDEIA changed, and they are identified as a Response to Intervention with three primary-level categories (Tier one) designed to improve the overall teaching program for all learners to benefit. Secondary level (Tier 2) and tertiary level (Tier 3) (Gunning, 2012). These three levels ensure that all learners’ literacy potential is fully developed because, in class, different learned fall in the three distinct RTI levels. The objectives of RTI can only be achieved through collaboration, universal screening, and monitoring progress.

A Multicultural, Culturally Responsive Approach to Teaching All Students and the Implication of Diversity for Instruction

Gunning (2012) affirms that in a culturally responsive method of teaching, it is vital that educators are conversant with learners’ cultures, mainly when a child’s background differs from others. This the teacher can do by visiting homes, reading, discussing with children, and even interacting with others who know the different cultures represented in the classroom. Most importantly, the teacher can encourage diversity in the class and help learners from different cultures by including their local language. Therefore, the implications of diversity include enhancing the inclusivity of learners. Diversity also ensures that all learners, regardless of their difficulties or impairments, can achieve their full potential like other learners.

References

Gunning, T. G. (2012). Creating Literacy Instruction for All Students. Pearson Higher Ed.

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Embracing Diversity – Strategies for Teaching All Students

Textbook
Gunning, T. (2020). Creating literacy instructions for all students, (10th ed.). New York: Pearson.

Summary of Chapter 2